Marzena Foltyn


This research paper intends to examine the issue of CLIL's metacognitive dimension and its probable positive influence on receptive language skills among 51 teenagers in Polish lower secondary school in Bielsko-Biala. Peculiarly, it attempted at addressing the question whether there is a significant difference in receptive skills absorption and ones' use of metacognitive strategies between the two following experimental conditions, (CLIL-based approach applied in English classrom), compared to control condition (traditional EFL exposure to English). In order to investigate that, quasi-experimental design was applied. Having collected the data through administration of reading and listening pre-tests and post-tests and questionnaires, I was able to draw a conclusion that the experimental group (CLIL students) outperformed their non-CLIL peers and was more aware of metacognitive receptive strategies. It must be admitted that CLIL-based lesson has superiority over traditional approach in terms of raising students' awareness of their own learning and general receptive performance. Nevertheless, carrying out the experiment and analyzing the data from the statistical point of view also demonstrated that the progress made by the EFL group appeared to have been more recognizable.


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CLIL, content and language integrated learning, metacognitive strategies, receptive skills

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